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ADMINISTRATION FOR CHILDREN AND FAMILIES OFFICE OF PLANNING, RESEARCH AND EVALUATION

Child and Family Development Research OPRE REPORT #2016-35 | MARCH 2016

FY2015

�hild and Family Development Research

OPRE REPORT #2016-35 | FE�RU!RY 2016

Author: Andrew Keefe, Truman-Albright Fellow, BSC Contract Research Analyst

Submitted to:Mary Bruce Webb, Ph.D., Project Officer

Office of Planning, Research and EvaluationAdministration for Children and FamiliesU.S. Department of Health and Human Services

This report is in the public domain. Permission to reproduce is not necessary. Suggested

citation:Child and Family Development Research (2016), OPRE Report #2016-35, Washington, DC:

Office of Planning, Research and Evaluation, Administration for Children and Families, U.S.

Department of Health and Human Services.

DisclaimerThe views expressed in this publication do not necessarily reflect the views or policies of the Of-

fice of Planning, Research and Evaluation, the Administration for Children and Families, or theU.S. Department of Health and Human Services.

This report and other reports sponsored by the Office of Planning, Research and Evaluation are

available at http://www.acf.hhs.gov/programs/opre/index.html.

1

Administration for Children

and Families

http://www.acf.hhs.gov

The Administration for Children and Families (ACF) in the U.S. Department of Health and Human Services

(HHS) is responsible for Federal programs that promote the economic and social well-being of families, chil-

dren, individuals and communities. ACF aims to foster health and well-being by providing federal leadership,

partnership, and resources for the compassionate and effective delivery of human services. The 2015 ACF

strategic priorities include:

Promote economic, health, and social well-being for individuals, families and communities;

Promote healthy development and school readiness for children, especially for those in low-income fami-

lies and other special populations;

Promote safety and well-being of children, youth, and families;

Support underserved and underrepresented populations; and

Upgrade the capacity of the Administration for Children and Families to make a difference for families

and communities.

Office of Planning, Research and Evaluation

http://www.acf.hhs.gov/opre

@OPRE_ACF facebook.com/OPRE.ACF

The Office of Planning, Research and Evaluation (OPRE) in ACF serves as principal advisor to the Assis-

tant Secretary for Children and Families on increasing the effectiveness and efficiency of programs de-

signed to improve the economic and social well-being of children and families. In collaboration with ACF

program offices and others, OPRE is responsible for ACF performance management, conducting research

and policy analyses and developing and overseeing research and evaluation projects to assess program

performance and inform policy and practice. OPRE also provides guidance, analysis, technical assistance

and oversight to ACF programs on strategic planning; performance measurement; research and evaluation

methods; statistical, policy and program analysis and synthesis and dissemination of research and demon-

stration findings.

A central focus of OPRE’s research and evaluation is developing reliable knowledge of the effectiveness of

different programmatic strategies in order to inform programmatic and policy choices, with a particular focus

on testing innovative approaches used by States, Tribes, communities and service organizations in major

program areas, such as Temporary Assistance for Needy Families (TANF), Head Start, child care and child

welfare. Moving more families from welfare to work, persistence and progression in employment, marriage

and family formation and the well-being and development of children are major focal areas. OPRE includes

the Division of Economic Independence, the Division of Child and Family Development and the Division of

Family Strengthening. A cross-cutting Performance Management Team leads ACF-wide efforts to plan,

monitor and improve program performance.

OPRE’s research and evaluation projects are conducted primarily through grants and contracts, and in-

clude collaboration with ACF program offices; HHS’s Office of the Assistant Secretary for Planning and

Evaluation (ASPE); other Federal entities and State, Tribal and community partners.

2

Child and Family Development Research and Evaluation

OPRE’s Division of Child and Family Development (DCFD) is responsible for research and evaluation related to

Head Start programs, early childhood development, childcare, dual language learners, child maltreatment, and

child welfare services.

OPRE’s research in the area of child and family development focuses on young children, mothers, families, and

youth.

DCFD invests in rigorous research and evaluation on child and family development topics and disseminates findings to a diverse range of stakeholders, including federal and state policymakers, program administrators, researchers, and intermediary organizations. DCFD funds experimental impact evaluations, process and imple-mentation evaluations, descriptive and theory-building research projects, and measure development aimed at informing the design and implementation of programs and improving our ability to capture outcomes. OPRE also invests in building capacity in the research and evaluation community to answer policy-relevant questions.

DCFD works in close partnership with a number of other offices, including, among others:

In ACF:

The Office of Head Start;

The Office of Child Care;

The Children’s Bureau; and

The Office of Early Childhood Development;

In HHS:

The Office of the Assistant Secretary for Planning and Evaluation;

The Substance Abuse and Mental Health Services Administration;

The Centers for Disease Control and Prevention;

The Health Resources and Services Administration; and

The National Institutes of Health;

In the Department of Education:

The Institute for Education Sciences;

The Office of Early Learning;

The Office of Special Education; and

The Office of English Language Acquisition.

DCFD also disseminates findings to a diverse range of stakeholders, including federal and state policy-makers,

program administrators, researchers, and intermediary organizations.

The following pages describe major OPRE/DCFD projects in Fiscal Year 2015.

CHILD AND FAMILY DEVELOPMENT RESEARCH 3

Cross-Cutting Early Childhood Research DCFD sponsors projects that focus on issues

facing low-income children and families who

may be served in a variety of settings. These

cross-cutting projects may examine popula-

tions that multiple ACF programs serve, stud-

ies that have several foci, or research meth-

odology that supports high-quality evalua-

tions across OPRE’s work.

Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices

This contract explores the possibility of measur-

ing teachers’ use of ongoing assessment for indi-

vidualization of instruction to support children’s

early development. The literature review summa-

rizes research on progress monitoring approach-

es in early childhood and other contexts. The

conceptual model articulates the theoretical rela-

tions between key constructs underlying pro-

gress monitoring. The measurement plan in-

cludes key constructs, defines relevant terms

and mechanisms, and proposes a draft tool to be

used to measure teachers’ use of assessment

for the individualization of instruction. The tool is

called the Examining Data Informing Teaching

(EDIT) measure and is currently undergoing pre-

testing. OPRE released one brief that summariz-

es the literature review and another brief that

highlights key findings from the review in the

summer of FY2015. In the fall of FY2015, OPRE

will release an additional report that describes

the iterative development of the Examining Data

Informing Teaching (EDIT).

CROSS-CUTTING EARLY CHILDHOOD RESEARCH

Child Care and Early Education Research Connections

Child Care & Early Education Research Connec-

tions (Research Connections) promotes high-

quality research in child care and early education

and the use of research findings in policymaking.

Research Connections’ Website offers a free,

comprehensive, and up-to-date collection of

scholarly research, policy briefs, government re-

ports, data sets, and instruments from a wide

range of disciplines and sources. Interactive tools

allow users to refine searches, download full text

documents, build customized tables, and analyze

research data online. Research Connections also

compiles bibliographies, develops issue briefs,

synthesizes research on key topics, and hosts

data-training workshops.

Cross-Site Evaluation of Project LAUNCH

This evaluation focuses on the outcomes of Pro-

ject LAUNCH (Linking Actions for Unmet Needs

in Children’s Health) for children and families.

This work is funded by the Substance Abuse and

Mental Health Services Administration

(SAMHSA) through an intra-agency agreement

between OPRE and SAMHSA. Project LAUNCH

grantees implement a range of evidence-based

public health strategies to support young child

wellness. The multi-site evaluation involves pri-

mary data collection of child-specific outcomes

from parents recruited from schools and early

childhood education centers randomly selected

from LAUNCH grantee locations and matched

control schools and centers from non-LAUNCH

grantee locations. The evaluation design also

involves the structured collection and compilation

of data regarding system changes in LAUNCH

target areas, and control areas.

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SPOTLIGHT ON CHILD CARE & EARLYEDUCATION POLICY RESEARCH CONSORTIUM (CCEEPRC)

The Child Care & Early Education Policy

Research Consortium (CCEEPRC) meets

annually and in topical workgroups through

out the year to bring together researchers,

policymakers, and administrators to discuss

relevant issues and research findings in the

field of early childhood care and education.

CCPRC consists of grantees, contractors,

and other stakeholders who have worked on

ACF sponsored research projects and part

nerships. The consortium helps ACF to in

crease national capacity for sound early child

hood and child care research, identify and

respond to critical policy issues, plan future

projects, and bridge research with policy and

practice.

There are currently five CCPRC workgroups:

Early Care and Education Access and

Choices

This workgroup discusses emerging re

search and policy initiatives related to

increasing access to high quality child

care and supporting families' child care

search. This effort has supported several

literature reviews, including Supporting

Continuity through Child Care and Devel

opment Fund Subsidies: A Review of Se

lect State Policies, Child Care Subsidy

Literature Review, and Child Care Deci

sion Making Literature Review.”

Implementation Science

This workgroup explores how research

ers, policymakers and practitioners apply

the principles of implementation science

in early care and education. Specifically, it

explores topics such as professional de

velopment of the early care and education

workforce, the introduction of curricula,

and the implementation of statewide quali

ty improvement initiatives. This effort has

sponsored numerous meetings, presenta

tions, and webinars.

Quality Initiatives Research and Evalu

ation Consortium

The Quality Initiatives Research and Eval

uation Consortium (INQUIRE) facilitates

the exchange of information related to re

search and evaluations of Quality Rating

and Improvement Systems (QRIS) and

other quality initiatives. INQUIRE has sup

ported the development and production of

multiple briefs related to QRIS/QI research

and evaluation for stakeholders at the

state and national level. INQUIRE mem

bers, including researchers in early child

hood quality and systemic approaches to

quality improvement, determine the Con

sortium s work and priorities annually.

Professional Development

The Professional Development

workgroup facilitates the exchange of

information, research and evaluations on

the professional development of the early

care and education workforce; coordi

nates with the Implementation Science

workgroup on issues of professional de

velopment implementation; and recom

mends comprehensive definitions of early

childhood professionals that could be

used in state and national data collection.

Home Based Child Care

The Home Based Child Care workgroup

CROSS-CUTTING EARLY CHILDHOOD RESEARCH 5

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SPOTLIGHT ON CHILD CARE & EARLYEDUCATION POLICY RESEARCH CONSORTIUM (CCEEPRC)

covers the characteristics of homebased providers, the quality of care children receive in home based settings,and potential quality improvement strategies for providers. The workgroup includes researchers focused on homebased care as well as federal and statepolicymakers.

Child Care Administrative Data Analysis

Center

In addition to these workgroups, CCPRC also

sponsors the Child Care Administrative Data

Analysis Center (CCADAC), which supports

state child care administrators and research

ers in using administrative data to address

child care policy relevant research questions.

CCADAC identifies common data issues and

challenges in developing and executing stud

ies using child care administrative data, and it

synthesizes, develops, and shares best prac-

tices, tools, and resources to address them.

CROSS-CUTTING EARLY CHILDHOOD RESEARCH 6

Development of a Measure of Family and Provider/Teacher Relationship Quality

The Family and Provider/Teacher Relationship

Quality (FPTRQ) project has developed new

measures to assess the quality of family provid-

er/teacher relationships in early care and educa-

tion programs. The measures examine this rela-

tionship from both the parent and the provider/

teacher perspectives, and capture important ele-

ments of family provider/ teacher relationships,

such as attitudes of respect, commitment, and

openness to adapting practices. The project de-

veloped measures that are appropriate for use

across different types of early care and educa-

tion settings, including Head Start and Early

Head Start programs, center-based child care,

pre-K classrooms, and home-based child care.

In addition, a high priority of the project is to

make the new measures culturally appropriate

for diverse populations, including lower-income

and higher-income families, ethnically/racially

diverse groups, and non-English speaking fami-

lies and providers. OPRE released several

FPTRQ products in FY2015, including:

The Family and Provider/Teacher Relation-

ship Quality Measures: Filling Gaps for Re-

search and Practice

Family and Provider/Teacher Relationship Quality Measures User’s Manual

“Family and Provider/Teacher Relationship Quality Measures Short Forms: Amendment

to the User’s Manual”

“Family and Provider/Teacher Relationship

Quality Measures: User’s Manual Brief”

“Assessing Quality in Family & Provider-

Teacher Relationships: Using the FPTRQ

Measures in Conjunction with Strengthening

Families™ & the Head Start Parent, Family

& Community Engagement Frameworks &

Self-Assessments - A Research-to-Practice

Brief”

“Family Services Staff and Family Services Staff Parent Measures: Amendment to the

FPTRQ User’s Manual”

“Understanding & Measuring Providers’

Teachers’ Cultural Sensitivity with Families -

Lesson Learned & Measurement Recom-

mendations”

“The Family and Provider/Teacher Relation-ship Quality Measures: Questions and An-

swers”

“Family and Provider/Teacher Relationship

Quality (FPTRQ) Parent Measure”

“Family and Provider/Teacher Relationship Quality (FPTRQ) Parent Measure Short

Form”

“Family and Provider/Teacher Relationship Quality (FPTRQ) Director Measure”

“Family and Provider/Teacher Relationship

Quality (FPTRQ) Provider/Teacher Measure

Short Form”

“Family and Provider/Teacher Relationship

Quality (FPTRQ) Provider/Teacher Measure

Short Form”

“Family and Provider/Teacher Relationship

Quality (FPTRQ) Family Services Staff

Measure”

“Family and Provider/Teacher Relationship Quality (FPTRQ) Family Services Staff

Measure Short Form”

“Family and Provider/Teacher Relationship Quality (FPTRQ) Family Services Staff Par-

ent Measure”

“Family and Provider/Teacher Relationship Quality (FPTRQ) Family Services Staff Par-

ent Measure Short Form”

This project also sponsored a webinar series in

the fall of FY2014 entitled, “Quality Connections

in Early Care and Education: Measuring Rela-

tionships between Families and Providers or

Teachers.” The series included presentations for

practitioners, researchers, and state and local

administrators.

Development of a Measure of the Quality of Caregiver-Child Inter-actions for Infants and Toddlers

Under this project, DCFD developed a new

measure that assesses the quality of caregiver-

CROSS-CUTTING EARLY CHILDHOOD RESEARCH 7

child interactions in settings serving infants and

toddlers. The Quality of Caregiver-Child Interac-

tions for Infants and Toddlers (Q-CCIIT) evalu-

ates caregivers’ responsiveness while account-

ing for the developmental levels of children from

birth to three years old. Researchers will be able

to apply Q-CCIIT to a variety of child care set-

tings, including center-based and family child

care homes, as well as both single- and mixed-

age classrooms. In addition to developing the

tool, a psychometric field test was conducted to

examine the reliability and validity of the new tool

and ensure the soundness of the measure for

diverse populations and settings. OPRE re-

leased the report, Measuring the Quality of Care-

giver-Child Interactions for Infants and Toddlers

(Q-CCIIT) in the winter of FY2015.

The Early Childhood Secondary Data Analysis Project

The Early Childhood Secondary Data Analysis

Project seeks to expand the knowledge base on

early childhood development and programming

through activities utilizing existing archived da-

tasets that are funded by OPRE. The project en-

tails conducting secondary analysis of the da-

tasets on specific topics identified by OPRE;

providing training and technical assistance to

those interested in using the archived data to

address issues related to early childhood; and

disseminating related products. The project fo-

cuses on the Head Start Impact Study (HSIS),

Family and Child Experience Study (FACES),

Early Head Start Research and Evaluation Pro-

ject (EHSREP), Early Head Start Family and

Child Experience Study (Baby FACES), and

Head Start Classroom-based Approaches and

Resources for Emotion and Social skill promo-

tion (Head Start CARES) datasets. Other ACF

datasets providing information regarding early

childhood development may also be utilized in

the future, including, for example, the data from

the National Survey of Early Care and Education

or the National Survey of Child and Adolescent

Well-being (NSCAW).

CROSS-CUTTING EARLY CHILDHOOD RESEARCH

Early Head Start-Child Care Partnerships Study

The Early Head Start-Child Care (EHS-CC) Part-

nerships Study offers a comprehensive review

and theory of change model for understanding

EHS-Child Care partnerships. The study will

identify constructs, including purposes, goals,

and key characteristics of partnerships, supports

necessary for their success, and challenges or

barriers they face. This work will provide the

framework for studying the implementation of

ACF’s EHS-CC Partnerships program and inform

future or existing studies or data collections of

childcare partnerships nationwide. OPRE re-

leased the literature review, “Early Care and Ed-

ucation Partnerships” in the winter of FY2015.

Executive Function Mapping Project: Translating Research for Application

The Executive Function Mapping Project is a

comprehensive “map” of the executive function-

ing (EF), effortful control (EC), and regulation

literatures that connect technical and applied def-

initions of EF, EC, and regulation during child-

hood. The project explores the conceptual and

developmental issues of EF, EC, and regulation

across childhood and provides implications and/

or recommendations for practice and policy.

National Survey of Early Care and Education

The National Survey of Early Care and Education

(NSECE) documents the nation’s current utiliza-

tion and availability of early care and education

(including school age care), in order to deepen

the understanding of families’ experiences with

childcare services and of the characteristics of

early care and education services in the U.S. The

survey focuses on low-income families because

they are a significant component of early care

and education/school-age (ECE/SA) public poli-

cy. The NSECE was conducted with nationally-

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representative samples of parents and pro-

grams, and included interviews in all fifty states

and Washington, DC. In FY2015, OPRE re-

leased two reports, Prices Charged in Early Care

and Education: Initial Findings from the National

Survey of Early Care and Education (NSECE)

and Characteristics of Center-based Early Care

and Education Programs: Initial Findings from

the National Survey of Early Care and Education

(NSECE), two fact sheets, “Provision of Early

Care and Education during Non-Standard Hours”

and “Who is Providing Home-Based Early Care

and Education?” as well as a brief on household

search for and perceptions of early care and ed-

ucation.

The Network of Infant/Toddler Researchers

The Network of Infant/Toddler Researchers

(NITR) answers questions concerning children’s

first three years of life by bringing together re-

searchers interested in policy and practice that

pertain to infants and toddlers. NITR members

collaborate to identify relevant existing research

and translate it for a variety of audiences. NITR

builds capacity by facilitating networking and co-

ordination among the participants to conduct fu-

ture research that will inform programs. NITR

members include staff from OPRE and other

ACF/HHS agencies, researchers in academia,

and contractors that are working on issues relat-

ed to the first three years of life. In the spring of

FY2015, NITR released the research-to-practice

brief, “Services for Families of Infants and Tod-

dlers Experiencing Trauma.”

Quality Features, Dosages and Thresholds, and Child Outcomes: Study Design

This project examines associations between the

quality of early care and education settings and

child outcomes, asking whether certain thresh-

olds of quality or dosage need to be met or par-

ticular aspects of quality need to be present be-

fore these associations are apparent. The study

will also consider the interrelationships of these

factors and their relevance to children ages 0-5

participating in center-based care settings. A

special focus of the project is children from low-

income families, including those with risk factors

affecting their school readiness.

Use of Technology to Support Early Childhood Practice

This project aims to understand how technology

can support and improve the quality of practices

of early childhood professionals who work direct-

ly with children and families. The review exam-

ines the technologies that are currently available

to early childhood programs, how practitioners

are using these technologies, and the barriers to

and facilitators for practitioner use. In the spring

of FY2015, OPRE released a report, Uses of

Technology to Support Early Childhood Practice

and three research-to-practice briefs on the uses

of technology to support parent, family and com-

munity engagement, professional development

and informal learning, and instruction and as-

sessment.

CROSS-CUTTING EARLY CHILDHOOD RESEARCH 9

Child Care: Raising Quality and Supporting Parental Employment A growing body of research demonstrating

the link between early care and education

and positive child and family outcomes has

encouraged efforts to enhance early care and

education programs. Early care and educa-

tion programs serve as resources for fami-

lies, supporting young children’s develop-

ment in a variety of domains, assisting par-

ents, and providing comprehensive services

for families. Research in this area focuses on

early learning education standards, improv-

ing quality in care settings, innovative inter-

ventions, and supporting parental employ-

ment through access to high quality health

care. This section contains descriptions of

some of the completed and ongoing studies,

initiatives, and areas of interest in this portfo-

lio.

Child Care Administrative Data Analysis Cooperative Agreements

Child Care Administrative Data Analysis Cooper-

ative Agreements support Child Care and Devel-

opment Fund (CCDF) Lead Agencies in conduct-

ing rigorous, policy-relevant research that pri-

marily utilizes child care administrative data.

Grantees pursue research questions of national

and state relevance, developing their methodolo-

gy and research questions in partnership with

local and state child care researchers and other

stakeholders.

Child Care and Development Fund Policies Database

Since 2008, the Child Care and Development

Fund (CCDF) Policies Database has collected,

coded, and disseminated CCDF policies for all

50 states, the District of Columbia, as well as

U.S. territories and outlying areas. It captures

detailed information on eligibility, family pay-

ments, application procedures, and provider-

related policies, including dates of enactment

and some of the policy variations that exist within

states/territories. The project disseminates infor-

mation in different forms to meet the needs of

various users—quantitative and qualitative re-

searchers, policymakers, and administrators at

all levels of government. In the fall of FY2015,

OPRE released the report, The CCDF Policies

Database Book of Tables: Key Cross-State Vari-

ations in CCDF Policies as of October 1, 2013.

Child Care and Early Education Policy and Research Analysis

The Child Care and Early Education Policy and

Research Analysis (CCEEPRA) project provides

expert advice, assistance, and consultation to

researchers and policymakers. It conducts as-

sessments, analyses, and summaries of policies,

practices, and research relevant to the Admin-

istration for Children and Families, informing

OPRE’s research priorities. CCEEPRA also

identifies and refines measures and instruments

to improve data collection and convenes early

care and education experts conducting research

relevant to the Child Care and Development

Fund (CCDF) and other early childhood pro-

grams and systems in States, Territories, and

Tribes. This contract supports the production of

literature reviews, measures compendia, meet-

ing summaries, briefing papers, webinars, re-

search briefs, and research-to-policy and re-

search-to -practice briefs. OPRE released the

brief, “Reviewing and Clarifying Goals, Out-

comes, and Levels of Implementation: Toward

the Next Generation of Quality Rating and Im-

provement Systems (QRIS)” in the winter of

FY2015. The research brief, “An Integrated

Stage-Based Framework for Implementation of

Early Childhood Programs and Systems” was

also published in the spring of FY2015.

10 CHILD CARE: RAISING QUALITY AND SUPPORTING PARENTAL EMPLOYMENT

Child Care Policy Research Grants

The Child Care Policy Research Grants facilitate

partnerships between institutions and public child

care agencies to address research questions

that are relevant to current policy work. The

goals of these grants include: addressing issues

of current relevance to decision makers at the

local, state, and national levels; encouraging ac-

tive communication, networking, and collabora-

tion among prominent child care researchers and

policymakers; and increasing the dissemination

capacity for child care research at the national,

state, and local levels.

Child Care Research Partnerships

The Child Care Research Partnership coopera-

tive agreements support research on child care

policy issues conducted in partnership among

state agencies, researchers and other organiza-

tions. Partnership teams must include the state

agency that administers the Child Care and De-

velopment Fund and a research organization.

Current grantees (2013-2017) include: Brandeis

University, Education Development Center, The

University Corporation (California State Universi-

ty, Northridge) University of Chicago, University

of Delaware, and the Virgin Islands Department

of Human Services.

Early Care and Education Research Scholars: Child Care

The Early Care and Education Research Schol-

ars: Child Care program supports dissertation

research on child care policy issues in partner-

ship with state Child Care and Development

Fund (CCDF) lead agencies, and builds capacity

in the field to focus research on questions that

inform child care policy decision-making.

CHILD CARE: RAISING QUALITY AND SUPPORTING PARENTAL EMPLOYMENT 11

Head Start and Early Head Start: Enhancing Health and Human Services for Low-Income Families

Head Start research over the past decade has

provided valuable information not only for

guiding program improvements in Head Start

itself, but also the larger field of early child-

hood programming and development. Doz-

ens of Head Start programs have collaborat-

ed with researchers in making significant

contributions in terms of program innovation

and evaluation, as well as the use of system-

atic data collection, analysis and interpreta-

tion in program operations.

Classroom-Based Approaches and Resources for Emotion and Social Skill Promotion

The Classroom-Based Approaches and Re-

sources for Emotion and Social Skill Promotion

(Head Start CARES) project is a large-scale

group randomized trial of three evidence-based

social emotional program enhancements within

Head Start classrooms. The project includes an

impact and implementation study of the following

enhancements: Incredible Years Classroom

Management program, Preschool PATHS, and

an adaptation of Tools of the Mind. Head Start

CARES involves 17 Head Start grantees, 104

centers, 307 classrooms, 608 teachers and

teaching assistants, and 3,927 three and four

year old children. Data collection began in the

spring of 2009, and kindergarten follow-up data

collection was completed in the spring of 2012.

Impact results were published in 2014. In the

winter of FY2015, OPRE released the report,

Exploratory Impacts of Three Social-Emotional

Curricula on Three-Year-Olds in the Head Start

CARES Demonstration.

Early Head Start Family and Child Experiences Study – 2009

The Early Head Start Family and Child Experi-

ences Study (Baby FACES) 2009 cohort pro-

vides descriptive information on a nationally-

representative sample of 89 Early Head Start

programs and the children they serve in two age

cohorts (1-year-olds and newborns). Baby FAC-

ES 2009 aims to describe the Early Head Start

services offered, the characteristics and out-

comes of families served, and the associations

between services and child and family well-

being. OPRE released several products related

to Baby FACES in FY2015, including:

Toddlers in Early Head Start: A Portrait of 2-Year-Olds, Their Families, and the Programs Serving Them

The Faces of Early Head Start: A National

Picture of Early Head Start Programs and the

Children and Families They Serve

Imputing Attendance Data in a Longitudinal

Multilevel Panel Data Set

Early Head Start Home Visits and Class-

rooms: Stability, Predictors, and Thresholds

of Quality

Early Head Start Family and Child Experi-

ences Survey (Baby FACES) Design Options

Report

“Children in Early Head Start and Head Start:

A Profile of Early Leavers”

“Measuring Infant/Toddler Language Devel-

opment: Lessons Learned About Assess-

ment and Screening Tools”

12 HEAD START AND EARLY HEAD START: ENHANCING HEALTH AND HUMAN SERVICES

Early Head Start University Partnership Grants: Buffering Children from Toxic Stress

The Early Head Start University Partnership

Grants: Buffering Children from Toxic Stress pro-

ject has three goals: identify the children and

families most vulnerable to stress, augment Ear-

ly Head Start services with parenting interven-

tions aimed at ameliorating the effects of chronic

stress on children’s development, and advance

applied developmental neuroscience. Six grants

will implement promising parenting interventions

in Early Head Start settings to improve outcomes

for the most vulnerable infants and toddlers. Ad-

ditionally, the grantees, in collaboration with

OPRE and Early Head Start, have identified

common measures of risk and protective factors

to assess across all of the projects. Results from

this research will help build a cumulative

knowledge base regarding the role that Early

Head Start can play in promoting parenting prac-

tices that buffer children from toxic stress.

Evaluation of the Head Start Designation Renewal System

In the fall of 2011, the Office of Head Start

(OHS) significantly expanded its accountability

provisions with the establishment of the Head

Start Designation Renewal System (DRS). The

DRS was designed to determine whether Head

Start and Early Head Start grantees are provid-

ing high quality comprehensive services for chil-

dren and families. Where they are not, grantees

are denied automatic renewal of their grant and

must apply for funding renewal through an open

competition process. DRS determinations are

based on seven conditions assessing quality in

three broad categories—service quality, licens-

ing and operations, and fiscal and internal con-

trols. In 2012, DCFD launched an evaluation of

the DRS to examine how the system is being

implemented, the validity of the DRS, and its role

in improving quality in Head Start and Early

Head Start. Results from the evaluation are ex-

pected in 2016.

Head Start Coaching Study: Design Phase

The Head Start Coaching Study: Design Phase

project seeks to develop designs for a study of

coaching within the context of Head Start profes-

sional development systems. Coaching is a com-

mon mechanism through which the early care

and education workforce accesses professional

development services. The content and goals of

coaching vary by mentee/mentor, programmatic

need, and model used. Theories about the

mechanisms for changing teacher/staff skills and

knowledge also vary. This project identifies the

key elements of coaching that result in improve-

ments in early childhood teachers’ skills. The

report, Design Options for an Evaluation of Head

Start Coaching, as well as a review of methods

for evaluating components of social interventions

were released in the winter of FY2015.

Head Start Family and Child Experiences Survey

The Head Start Family and Child Experiences

Survey (FACES) is a periodic survey of a nation-

ally representative sample of Head Start Chil-

dren that provides descriptive information on the

characteristics, experiences and outcomes of

Head Start children and families, as well as the

characteristics of the Head Start programs that

serve them. The most recent data collections

occurred in the fall of 2014 and the spring of

2015. Data collection will be repeated in the

spring of 2017.

HEAD START AND EARLY HEAD START: ENHANCING HEALTH AND HUMAN SERVICES 13

SPOTLIGHT ON HEAD START LEADERSHIP, EXCELLENCE & DATA SYSTEMS AND

SCHOOL READINESS GOALS & HEAD STARTPROGRAM FUNCTIONING

The Head Start Leadership, Excellence,

and Data Systems (HS LEADS) project

sought to develop a literature review and con -

ceptual model to describe key factors in man -

agement systems that promote effective early

childhood practices. The project supports a

small set of case studies of programs that use

data effectively. The information developed

through these efforts was also used to pub -

lish a resource guide to help Head Start pro -

grams improve their use of data and organi -

zational systems. OPRE released the litera -

ture review and conceptual framework, “Data

Use for Continuous Quality Improvement:

What the Head Start Field Can Learn from

Other Disciplines ” in the winter of FY2015.

The resource guide, Moving beyond a Culture

of Compliance to a Culture of Continuous

Improvement, an overview of the guide, and a

brief, “Understanding Data Use for Continu -

ous Quality Improvement in Head Start: Pre -

liminary Findings ” were released in the spring

of FY2015.

The School Readiness Goals and Head

Start Program Functioning project gener-

ates knowledge about how Head Start grant -

ees develop and utilize school readiness

goals. The project includes a study of the pro -

cesses used to define, measure, and priori -

tize goals. This study examines the mecha -

nisms programs use to communicate goals,

and how they use data to inform program

planning. In FY2015, OPRE released several

products related to this project:

How Head Start Grantees Set and Use

School Readiness Goals

This report and accompanying brief pre -

sent findings from a study describing how

local Head Start and Early Head Start

grantees set school readiness goals, how

they collect and analyze data to track pro -

gress towards goals, and how they use

these data in program planning and prac-

tice to improve program functioning. This

report and an accompanying brief were

released in the winter of FY2015.

Collecting Information from Head Start

and Early Head Start Grantees on Imple -

mentation of the School Readiness Goals

Requirements: Survey Items for Program

Leadership, Teachers, and Administrative

Data Collection

This methodological report presents rec-

ommended survey items for understand -

ing Head Start and Early Head Start pro -

grams’ use of school readiness goals.

These survey items represent the second

component of the School Readiness

Goals and Head Start Program Function -

ing project, and were informed by the data

collected from the main study. The report

defines a set of key constructs and offers

three sets of survey items related to the

constructs: one targeted at program direc-

tors and education managers, one target -

ed at teachers, and one with questions

that could be added to annual program

reporting requirements. The report was

released in the spring of FY2015.

14 HEAD START AND EARLY HEAD START: ENHANCING HEALTH AND HUMAN SERVICES

Early Care and Education Re-search Scholars: Head Start

The Early Care and Education Research Schol-

ars: Head Start program supports dissertation

research on Head Start policy issues in partner-

ship with the Office of Head Start (OHS) and

builds capacity in the field to focus research on

questions that inform Head Start policy decision-

making.

Head Start Health Manager Descriptive Survey

The Head Start Health Manager Descriptive Sur-

vey describes the characteristics of health man-

agers and related staff in Head Start and Early

Head Start programs. It also identifies the cur-

rent landscape of health programs and services

for children and families, determines how health

initiatives are prioritized, implemented, and sus-

tained, and identifies the programmatic features

and policy levers that exist to support health ser-

vices, including staffing, environment, and com-

munity collaboration.

Head Start University Partnership Grants: Dual-Generation Approaches

The goal of this grant program is to examine how

Head Start can promote family well-being, in-

cluding health, safety, and financial security, as

well as children’s school readiness. Researchers

working in partnership with one or more Head

Start programs lead these studies, evaluating

promising dual generation approaches, which

combine child-focused programs with intensive

adult-focused services to support both parents’

well-being and children’s school readiness. Each

of the four grantees is conducting an implemen-

tation study and evaluating the effectiveness of

the selected intervention or approach.

Migrant and Seasonal Head Start Supplement to the National Agricultural Workers Survey

The Migrant and Seasonal Head Start (MSHS)

Supplement to the National Agricultural Workers

Survey (NAWS) is a project that DCFD has col-

laborated with the Office of Head Start and the

Department of Labor’s Employment and Training

Administration to develop, pilot, and implement.

This supplement will provide a demographic por-

trait of families who are currently accessing or

eligible to access MSHS nationwide. OPRE re-

leased two briefs on the MSHS Supplement in

the fall of FY2015.

Tracking of the Early Head Start Research and Evaluation Project Sample

The Early Head Start Research and Evaluation

Project (EHSREP) is a longitudinal impact evalu-

ation of the Early Head Start program initiated in

1996, at the same time that the Early Head Start

program was created. Child and family assess-

ments were conducted when children were 14

months old, 24 months old, 36 months old, in the

spring prior to kindergarten entry, and again in

the spring of the sixth year of formal schooling

(5th grade for most children).

In 2012, ACF awarded a contract to RAND Cor-

poration to track the children and families who

participated in the EHSREP in order to maintain

up-to-date contact information and prepare for a

possible follow-up data collection. Tracking activ-

ities involve locating children/families, verifying

and updating their relevant contact information,

and collecting information on a small set of items

related to well-being and self-sufficiency (e.g.,

high school graduation, involvement in the juve-

nile justice system, employment, etc.).

The project has also implemented several small

experiments to determine effective distance

HEAD START AND EARLY HEAD START: ENHANCING HEALTH AND HUMAN SERVICES 15

tracking strategies (e.g., emails, text messages,

mobile-optimized surveys) for maximizing re-

sponse rates while minimizing the use of costly,

in-person field tracking activities (e.g., sending

project staff to a family’s last known address).

16 HEAD START AND EARLY HEAD START: ENHANCING HEALTH AND HUMAN SERVICES

Promoting Child WelfareThe promotion of children’s safety, perma-

nence, and well-being are the principles that

guide child welfare practice and policy.

OPRE’s child welfare research portfolio in-

cludes studies on children who have experi-

enced or are at risk for maltreatment, families

who are investigated by Child Protective Ser-

vices, and children and families who access

child welfare services. OPRE partners with

the Children’s Bureau to conduct research

covering a broad array of topics, including

identification of antecedents and conse-

quences of child maltreatment, strategies for

its prevention, and service needs and out-

comes for children who experience it. This

section contains descriptions of some of the

completed and ongoing studies in this port-

folio.

Design Options for Understand-ing Child Maltreatment Incidence

This project seeks to develop design options for

a potential study or group of studies that would

leverage existing administrative data, innovative

methods, and advanced statistical techniques to

obtain accurate and ongoing surveillance on

both the incidence of child abuse and neglect

and types of related risk. This project will allow

for the identification and prioritization of key re-

search questions; exploration of design options,

including innovative methodological approaches;

review of existing administrative datasets and

ongoing surveys; examination of measurement

issues; and consideration of resource allocation.

Evaluation of Domestic Human Trafficking Demonstration Projects

In 2014, ACF’s Family and Youth Services Bu-

reau (FYSB) awarded three grants to carry out

demonstration projects to provide coordinated

case management and comprehensive direct

victim assistance to domestic victims of severe

forms of human trafficking. Working closely with

FYSB, OPRE is overseeing a cross-site process

evaluation of these new demonstration projects.

Key questions of interest are related to the use of

the community needs assessment, the neces-

sary conditions for partnership expansion, factors

associated with the provision and receipt of com-

prehensive victim-centered services, survivors’

experiences with the program and their short-

term outcomes, and the costs of program compo-

nents. Additional project activities include work-

ing with grantees to improve performance meas-

urement and informing ACF’s decisions regard-

ing future evaluation activities. Future activities

may include developing instruments and plan-

ning and executing additional evaluation activi-

ties.

Multi-Site Evaluation of Foster Youth Programs (Chafee Independent Living Evaluation Project)

In collaboration with the Children’s Bureau,

OPRE designs and conducts evaluations of se-

lected programs funded through the John Chafee

Foster Care Independence Program (CFCIP).

The Foster Care Independence Act of1999 called

for these evaluations, which use rigorous, ran-

dom assignment designs. The goal is to deter-

mine the effects of CFCIP-funded Independent

Living Programs in achieving key outcomes for

participating youth, including increased educa-

tional attainment, higher employment rates and

stability, greater interpersonal and relationship

skills, reduced non-marital pregnancy and births,

and reduced delinquency and crime rates. In the

winter of FY2015, OPRE released the overview

brief, “Preparing for a ‘Next Generation’ Evalua-

tion of Independent Living Programs for Youth in

Foster Care.” Three issue briefs were also re-

leased in FY2015 on supporting youth transition-

PROMOTING CHILD WELFARE 17

ing out of foster care: “Education Programs,”

“Financial Literacy and Asset Building Pro-

grams,” and “Employment Programs.”

National Survey of Child and Adolescent Well-Being

The National Survey of Child and Adolescent

Well-Being (NSCAW) is a nationally-

representative, longitudinal survey of children

and families who have been the subjects of in-

vestigation by Child Protective Services.

NSCAW examines data from first-hand reports of

children, parents, and other caregivers, as well

as reports from caseworkers, teachers, and ad-

ministrative records data. The Survey also ad-

dresses child and family well-being outcomes in

detail and seeks to relate those outcomes to ex-

perience with the child welfare system, as well

as family characteristics, community environ-

ment, and other factors. In the fall of FY2015,

OPRE awarded a new contract to begin work to

field a third cohort for the study.

Permanency Innovations Initiative Evaluation

The Permanency Innovations Initiative (PII) is a

multi-site federal demonstration project designed

to improve outcomes among children in foster

care who have the most serious barriers to per-

manency. This 5-year, $100 million initiative sup-

ports six grantees, each with a unique interven-

tion to help a subgroup of children leave foster

care in fewer than three years. PII aims to re-

duce long-term foster care stays, use an imple-

mentation framework that will guide technical

assistance activities, rigorously evaluate these

efforts, and disseminate findings to build

knowledge in the child welfare field. OPRE, in

collaboration with the Children’s Bureau, pro-

vides oversight for a comprehensive evaluation

of the initiative. A PII Evaluation Team is current-

ly designing and conducting rigorous studies that

document the implementation and effectiveness

of projects that the initiative funds.

Services for Youth Involved with Child Welfare Services and at Risk for Homelessness

In FY2013, the Children’s Bureau awarded 18

two-year planning grants that will build the ca-

pacity of child welfare systems to prevent long-

term homelessness among the most at-risk

youth and young adults who access child wel-

fare. After the two-year planning grant, a limited

number of grants were funded to implement the

planned projects. A contract managed by OPRE

is working with the grantees to implement strong

models and to develop the capacity for rigorous

evaluation.

18 PROMOTING CHILD WELFARE

Recognizing Cultural Diversity

Although a variety of recent research pro-

jects have greatly advanced knowledge of

child and family development, many of these

works have not adequately accounted for the

diversity of cultural features (e.g., language)

among families accessing federal resources.

DCFD seeks to better represent Hispanic,

American Indian/Alaska Native, and other cul-

tural minority groups in studies geared to-

ward improving policy and practice. OPRE

has launched several projects that aim to ex-

pand the knowledge base and improve re-

sources for these communities.

Human Services Research Partnerships: Puerto Rico

The Human Services Research Partnerships:

Puerto Rico initiative expands understanding of

the most promising human services approaches

to improving quality of life in the region, focusing

on topics related to the Head Start and Tempo-

rary Assistance for Needy Families programs.

The Inter American University of Puerto Rico

Metropolitan Campus (IAUPR) supports partner-

ships among researchers, local governments,

and community-based organizations to define

and address research questions regarding the

social and economic well-being of low-income

children and families. In FY2015 the research

partnership released several publications, includ-

ing, Beneficios de las personas elegibles al

TANF vs. escenario de salario mínimo federal,

The Demographic Characteristics of Low-Income

Families and Children in Puerto Rico, and Sup-

porting Children and Families: TANF and Head

Start in Puerto Rico.

Human Services Research Partnerships: Virgin Islands

The Human Services Research Partnerships:

Virgin Islands project aims to establish an acces-

sible, comprehensive research infrastructure to

support the provision of quality human services

for Head Start and TANF clients. It seeks to de-

velop a secure data collection system, provide

training to support the development of research

capacity, and implement two human services

research studies, which will address questions of

interest to Head Start and TANF programs local-

ly. In FY2015, the Virgin Islands partnership con-

vened stakeholder groups comprised of repre-

sentatives from a broad array of human services,

including members of the newly established De-

partment of Human Services. It is currently

reaching out to community-based participatory

research experts.

RECOGNIZING CULTURAL DIVERSITY 19

SPOTLIGHT ON AMERICAN INDIAN & ALASKANATIVE HEAD START FAMILY AND CHILD

EXPERIENCES SURVEY

The Head Start Family and Child Experiences

Survey (FACES) is a major source of infor-

mation on Head Start programs and the chil -

dren and families they serve. Since 1997,

FACES has conducted studies in a nationally -

representative sample of Head Start pro -

grams. The large -scale survey has not includ -

ed Region XI, whose programs are designed

to serve predominantly American Indian and

Alaska Native children and families. The

American Indian/Alaska Native Head Start

Family and Child Experiences Survey (AI/

AN FACES), is designed to fill this infor-

mation gap.

Planning activities for AI/AN FACES began in

FY2014 and involved collaboration between

DCFD, the Office of Head Start (OHS), Re -

gion XI American Indian/Alaska Native (AIAN)

Head Start directors, researchers from the

Tribal Early Childhood Research Center, and

Mathematica Policy Research. Based on this

extensive collaboration, the project developed

a framework to include Region XI Head Start

in FACES, which recognizes that the needs of

tribal Head Start programs and communities

are unique, and therefore necessitate intense

collaboration among all stakeholders to en -

sure that the study will be informative to tribal

Head Start directors, as well as OHS more

broadly.

Data collection with Region XI children, fami -

lies, classrooms, and programs began in the

fall of 2015, and will be repeated in the spring

of 2016 and the spring of 2017. Twenty -two

Region XI Head Start programs will be includ -

ed.

The brief, “American Indian & Alaska Native

Head Start Family & Child Experiences Sur-

vey (AI/AN FACES) Highlights ” offers prelimi -

nary information about the survey.

20 RECOGNIZING CULTURAL DIVERSITY

National Research Center on Hispanic Children & Families

The National Research Center on Hispanic Chil-

dren and Families (NRCHCF) conducts, trans-

lates, and provides research concerning three

priority areas—poverty reduction and self-

sufficiency, healthy marriage and responsible

fatherhood, and early care and education—

informing ACF programs and policies that sup-

port Hispanic families and children. The Center

additionally has three primary goals: advancing a

cutting-edge research agenda, building research

capacity, and implementing an innovative com-

munication and dissemination approach. In

FY2015, NRCHCF released several publications,

including:

“Mexican Immigrant Family Life in a Pre-Emerging Southern Gateway Community”

“Integrated Data Systems: An Emerging Tool

to Support Services for Low-Income Hispan-

ic Families with Young Children”

“Improving Data Infrastructure to Recognize

Hispanic Diversity in the United States”

“A Guide to Healthy Marriage and Responsi-ble Fatherhood Programs for Hispanic Cou-

ples and Families”

“The Complex and Varied Households of Low-Income Hispanic Children”

“Family Structure and Family Formation

among Low-Income Hispanics in the U.S.”

Tribal Research Center on Early Childhood

The Tribal Early Childhood Research Center

(TRC) seeks to partner with American Indian and

Alaska Native (AIAN) communities, programs,

practitioners, and researchers to advance re-

search on young children’s development. It also

examines early childhood programs and facili-

tates the translation of research findings to in-

form early childhood practice with AIAN children

and families.

RECOGNIZING CULTURAL DIVERSITY 21

Links to Projects and Reports

Cross-Cutting Early Childhood Research

Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices http://www.acf.hhs.gov/programs/opre/research/project/early-childhood-teachers-use-of-progress-monitoring-to-individualize

Child Care and Early Education Research Connections http://www.researchconnections.org/content/childcare/federal/ccprc.html

Cross-Site Evaluation of Project LAUNCH http://www.acf.hhs.gov/programs/opre/research/project/cross-site-evaluation-of-project-launch-linking-actions-for-unmet-needs-in

Development of a Measure of Family and Provider/Teacher Relationship Quality http://www.acf.hhs.gov/programs/opre/research/project/development-of-a-measure-of-family-and-provider-teacher-relationship-quality-fptrq

Development of a Measure of the Quality of Caregiver-Child Interactions for Infants and Toddlers http://www.acf.hhs.gov/programs/opre/resource/quality-of-caregiver-child-interaction-for-infants-and-toddlers-q-cciit-a

The Early Childhood Secondary Data Analysis Project http://www.acf.hhs.gov/programs/opre/research/project/early-childhood-secondary-data-analysis-project

Early Head Start-Child Care Partnerships http://www.acf.hhs.gov/programs/ecd/early-learning/ehs-cc-partnerships

Executive Function Mapping Project: Translating Research for Application http://www.acf.hhs.gov/programs/opre/resource/cognitive-control-executive-functions-in-young-children-relevance-of-what

National Survey of Early Care and Education http://www.acf.hhs.gov/programs/opre/research/project/national-survey-of-early-care-and-education-nsece-2010-2014

The Network of Infant/Toddler Researchers http://www.researchconnections.org/content/childcare/federal/nitr.html

Quality Features, Dosages and Thresholds, and Child Outcomes: Study Design http://www.acf.hhs.gov/programs/opre/research/project/quality-features-dosages-and-thresholds-and-child-outcomes-study-design-q

Use of Technology to Support Early Childhood Practice http://www.acf.hhs.gov/programs/opre/resource/uses-of-technology-to-support-early-childhood-practice-full-report

Spotlight on Child Care & Early Education Policy Research Consortium

Child Care & Early Education Policy Research Consortium (CCEEPRC) http://www.researchconnections.org/content/childcare/federal/ccprc.html

Child Care: Raising Quality and Supporting Parental Employment

Child Care Administrative Data Analysis Cooperative Agreements http://www.acf.hhs.gov/programs/opre/research/project/child-care-administrative-data-analysis-cooperative-agreements

Child Care and Development Fund Policies Database http://www.acf.hhs.gov/programs/opre/research/project/child-care-and-development-fund-ccdf-policies-database-2008-

Child Care and Early Education Policy and Research Analysis http://www.acf.hhs.gov/programs/opre/research/project/child-care-and-early-education-policy-and-research-and-technical

Child Care Policy Research Grants http://www.acf.hhs.gov/programs/opre/research/project/child-care-policy-research-grants-2000-2010

Child Care Research Partnerships http://www.acf.hhs.gov/programs/opre/research/project/child-care-research-partnerships

Early Care and Education Research Scholars: Child Care http://www.acf.hhs.gov/programs/opre/research/project/child-care-research-scholars

22 LINKS TO PROJECTS AND REPORTS

2013

Head Start and Early Head Start: Enhancing Health and Human Services for Low-Income Families

Classroom-Based Approaches and Resources for Emotion and Social Skill Promotion http://www.acf.hhs.gov/programs/opre/research/project/head-start-cares-head-start-classroom-based-approaches-and-resources-for

Early Head Start Family and Child Experiences Study – 2009 http://www.acf.hhs.gov/programs/opre/research/project/early-head-start-family-and-child-experiences-study-baby-faces

Early Head Start University Partnership Grants: Buffering Children from Toxic Stress http://www.acf.hhs.gov/programs/opre/research/project/early-head-start-university-partnership-grants-buffering-children-from

Evaluation of the Head Start Designation Renewal System http://www.acf.hhs.gov/programs/opre/research/project/evaluation-of-the-head-start-designation-renewal-system-drs

Head Start Coaching Study: Design Phase http://www.acf.hhs.gov/programs/opre/research/project/head-start-coaching-study-design-phase

Head Start Family and Child Experiences Survey http://www.acf.hhs.gov/programs/opre/research/project/head-start-family-and-child-experiences-survey-faces

Early Care and Education Research Scholars: Head Start http://www.acf.hhs.gov/programs/opre/research/project/head-start-graduate-student-research-program

Head Start Health Manager Descriptive Survey http://www.acf.hhs.gov/programs/opre/research/project/head-start-health-managers-descriptive-study

Head Start University Partnership Grants: Dual-Generation Approaches http://www.acf.hhs.gov/programs/opre/research/project/head-start-university-partnership-grants-dual-generation-approaches

Migrant and Seasonal Head Start Supplement to the National Agricultural Workers Survey http://www.acf.hhs.gov/programs/opre/research/project/migrant-and-seasonal-head-start-supplement-to-the-national-agricultural

Tracking of the Early Head Start Research and Evaluation Project Sample http://www.acf.hhs.gov/programs/opre/research/project/tracking-of-the-early-head-start-research-and-evaluation-project-ehsrep

Spotlight on Head Start Leadership, Excellence & Data Systems and School Readiness Goals & Head Start Program Functioning

Head Start Leadership, Excellence, and Data Systems (HS LEADS) http://www.acf.hhs.gov/programs/opre/research/project/head-start-leadership-excellence-and-data-systems-hs-leads

School Readiness Goals and Head Start Program Functioning http://www.acf.hhs.gov/programs/opre/research/project/school-readiness-goals-and-head-start-program-functioning

Promoting Child Welfare

Design Options for Understanding Child Maltreatment Incidence http://www.acf.hhs.gov/programs/opre/research/project/design-options-for-understanding-child-maltreatment-incidence-2015-2017

Evaluation of Domestic Human Trafficking Demonstration Projects http://www.acf.hhs.gov/programs/opre/research/project/evaluation-of-domestic-human-trafficking-demonstration-projects

Multi-Site Evaluation of Foster Youth Programs (Chafee Independent Living Evaluation Project) http://www.acf.hhs.gov/programs/opre/research/project/multi-site-evaluation-of-foster-youth-programs-chafee-independent-living

National Survey of Child and Adolescent Well-Being http://www.acf.hhs.gov/programs/opre/research/project/national-survey-of-child-and-adolescent-well-being-nscaw

Permanency Innovations Initiative Evaluation http://www.acf.hhs.gov/programs/opre/research/project/permanency-innovations-initiative-pii-evaluation

LINKS TO PROJECTS AND REPORTS 23

Services for Youth Involved with Child Welfare Services and at Risk for Homelessness http://www.acf.hhs.gov/programs/opre/research/project/building-capacity-to-evaluate-interventions-for-youth-with-child-welfare-involvement-at-risk-of-homelessness

Recognizing Cultural Diversity

Human Services Research Partnerships: Puerto Rico http://www.acf.hhs.gov/programs/opre/research/project/human-services-research-partnerships-puerto-rico

Human Services Research Partnerships: Virgin Islands http://www.acf.hhs.gov/programs/opre/research/project/human-services-research-partnership-us-virgin-islands

National Research Center on Hispanic Children & Families http://www.acf.hhs.gov/programs/opre/research/project/center-for-research-on-hispanic-children-families

Tribal Research Center on Early Childhood http://www.acf.hhs.gov/programs/opre/research/project/tribal-research-center-on-early-childhood-under-the-affordable-care-acts

Spotlight on American Indian & Alaska Native Head Start Family and Child Experiences Survey

American Indian/Alaska Native Head Start Family and Child Experiences Survey http://www.acf.hhs.gov/programs/opre/resource/american-indian-alaska-native-head-start-family-child-experiences-survey-faces-highlights

24 LINKS TO PROJECTS AND REPORTS

Child and Family Development Research

February 2016

OPRE Report #2016-35

Author: Andrew Keefe, Truman-Albright Fellow, BSC Contract Research Analyst

Submitted to:Mary Bruce Webb, Ph.D., Project Officer

Prepared by:

Office of Planning, Research and Evaluation

Administration for Children and Families

U.S Department of Health and Human Services

This report is in the public domain. Permission to reproduce is not necessary. Suggested citation: Child and

FamilyDevelopment Research, OPRE Report #2016-35, Washington, DC: Office of Planning, Research and

Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Disclaimer:

The views expressed in this publication to not necessarily reflect the view or policies of the Office of Planning,

Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and HumanServices.

This report and other reports sponsored by the Office of Planning, Research and Evaluation are available athttp://www.acf.hhs.gov/opre.